At our school, all children have a Reading Eggs log in. This is accessible through the use of an ipad or a computer. My classroom has two of each available.
This programme is great as the children can read age appropriate books and then answer comprehension questions about the book. The teacher can assign specific books for reading groups to read. There are also many different word games where the children can practise their letter-sound association skills, high frequency word spelling skills and many more.
Big Books are available and I have used these before and put them up on the data projector to read as a whole class. This is more visually accessable for the children.
I utilise this best at Reading time as it is a rotation for the children. I record those children who have had a turn so that each child hopefully has an opportunity to use this programme if not once a week then once a fortnight.
The children enjoy this programme very much and it is great to see their focus during reading time. The children can also access this at home as a home learning activity.
Showing posts with label reading. Show all posts
Showing posts with label reading. Show all posts
Thursday, February 9, 2017
Wednesday, October 12, 2016
Term 4 - Week 1
Term 4 Ahhhhh! It has come round too fast!
I have thought a lot over the holidays about my practice and feedback from parents. Last week I posted about a parent's concerns relating to the reading log book. I have realised that this is something that has gone on the back burner a little bit. I am making more effort to check and sticker the books for each night read. I am making sure that the children are seeing me do this to provoke a bit more motivation.
My big focus this term is Writing. I want to get better at my time management during writing time. I find that some lessons run late and this runs into writing time. Therefore I need to cut my modelling time shorter otherwise there is not much time allocated for writing and then my conferencing time goes out the window! This week has been amazing for time management. Yesterday the children had a full modeled session as well as 20 minutes of silent writing time. We even had time to do a writing circle. This is where all children bring their writing to the mat and we have some children share their writing. As a writers circle the children show respect towards others and they provide feedback by saying 2 things they liked and one way that child could improve their writing. I am recording the children who have shared so that it is fair and all children will eventually get a turn.
I find it a challenge to assess writing and establish children's writing levels. My tutor and moderated all of our children's writing to check that our assessment is fair and consistent. I have found that this as made my assessment clearer and more fair.
I created a game for Mathematics called "I have...Who has..." This is game that targets number knowledge and place value. At the end of the holidays some of my children pulled out this game and played it independently. It was great to see the children do this.
I have thought a lot over the holidays about my practice and feedback from parents. Last week I posted about a parent's concerns relating to the reading log book. I have realised that this is something that has gone on the back burner a little bit. I am making more effort to check and sticker the books for each night read. I am making sure that the children are seeing me do this to provoke a bit more motivation.
My big focus this term is Writing. I want to get better at my time management during writing time. I find that some lessons run late and this runs into writing time. Therefore I need to cut my modelling time shorter otherwise there is not much time allocated for writing and then my conferencing time goes out the window! This week has been amazing for time management. Yesterday the children had a full modeled session as well as 20 minutes of silent writing time. We even had time to do a writing circle. This is where all children bring their writing to the mat and we have some children share their writing. As a writers circle the children show respect towards others and they provide feedback by saying 2 things they liked and one way that child could improve their writing. I am recording the children who have shared so that it is fair and all children will eventually get a turn.
I find it a challenge to assess writing and establish children's writing levels. My tutor and moderated all of our children's writing to check that our assessment is fair and consistent. I have found that this as made my assessment clearer and more fair.
I created a game for Mathematics called "I have...Who has..." This is game that targets number knowledge and place value. At the end of the holidays some of my children pulled out this game and played it independently. It was great to see the children do this.
Wednesday, September 21, 2016
Term 3 - Week 9
Almost at the end of another term!
I have noticed how tired the children are. There has been a lot of tears this week. It is so important for me to maintain a calm and settled environment to help these children get through the week.
For Mathematics, I have created a game called I have Who Has. Today it was great to see some children pulling this out to have a play independently. It involves place value and knowing the amount of ones and tens that are in a number. It was lovely to see them helping each other and playing this game so well together.
I had some feedback from a parent this morning which is well worth reflecting on. She was not happy with the children's reading log book. She was concerned that I was not looking at these and therefore the children do not have an incentive to be reading at home. She said that if I wasn't checking them then what is the point of having them. I do check these but I am not recording that I am looking at them. Next term I will definitely make this more of a focus in reading time and I will mark each reading night with a sticker and I might put a comment in there for a week.
This is something worth thinking about as children love to receive stickers and to know that their reading at home is acknowledged.
I have noticed how tired the children are. There has been a lot of tears this week. It is so important for me to maintain a calm and settled environment to help these children get through the week.
For Mathematics, I have created a game called I have Who Has. Today it was great to see some children pulling this out to have a play independently. It involves place value and knowing the amount of ones and tens that are in a number. It was lovely to see them helping each other and playing this game so well together.
I had some feedback from a parent this morning which is well worth reflecting on. She was not happy with the children's reading log book. She was concerned that I was not looking at these and therefore the children do not have an incentive to be reading at home. She said that if I wasn't checking them then what is the point of having them. I do check these but I am not recording that I am looking at them. Next term I will definitely make this more of a focus in reading time and I will mark each reading night with a sticker and I might put a comment in there for a week.
This is something worth thinking about as children love to receive stickers and to know that their reading at home is acknowledged.
Wednesday, July 6, 2016
Term 2 - Week 10
So the term is over! I am now a 1/4 of the way to becoming a fully registered teacher in New Zealand. I can't believe it!
There are many things I have been thinking about for next term.
In regards to Numeracy, I have completed many I cans testing and it is amazing to see how much the children have improved this term. I need to compile all of this data and regroup my class ready for next term. This will help me to cater for their abilities much better.
Reading: Helen and I are both really happy with how our reading programme is going. We are happy with where we have place the children. My top groups are enjoying their contracts. I have a boy who loves space and I created a space contract for his group. It was exciting to see his face light up when he found out about his focus. I am debating about giving them some novel studies or incorporating some reciprocal teaching at some stage. I will research this over the holidays.
Writing: I am loving teaching writing at the moment. I have been trying to focus on incorporating oral language as much as I can. I have also been trying to select topics that the children would be excited about. This involves them getting outside of the classroom and writing about experiences.
This past week we have had appraisals. This involved having the children's books inspected and having an observation. My observation went very well. The syndicate leader was impressed with my modelling book and the displays in the room. She felt oral language was included well in the programme. The children were aware of their writing goal and they understood what the green and orange highlighter meant.
My book inspection went well. I have made sure that all work was marked and that there was a WALT written in the book. I also made sure that the WALT was highlighted in green if it was achieved and in orange if it wasn't. Next steps for me were to write next step comments for the children. Also to ensure that the work has been dated.
There are many things I have been thinking about for next term.
In regards to Numeracy, I have completed many I cans testing and it is amazing to see how much the children have improved this term. I need to compile all of this data and regroup my class ready for next term. This will help me to cater for their abilities much better.
Reading: Helen and I are both really happy with how our reading programme is going. We are happy with where we have place the children. My top groups are enjoying their contracts. I have a boy who loves space and I created a space contract for his group. It was exciting to see his face light up when he found out about his focus. I am debating about giving them some novel studies or incorporating some reciprocal teaching at some stage. I will research this over the holidays.
Writing: I am loving teaching writing at the moment. I have been trying to focus on incorporating oral language as much as I can. I have also been trying to select topics that the children would be excited about. This involves them getting outside of the classroom and writing about experiences.
This past week we have had appraisals. This involved having the children's books inspected and having an observation. My observation went very well. The syndicate leader was impressed with my modelling book and the displays in the room. She felt oral language was included well in the programme. The children were aware of their writing goal and they understood what the green and orange highlighter meant.
My book inspection went well. I have made sure that all work was marked and that there was a WALT written in the book. I also made sure that the WALT was highlighted in green if it was achieved and in orange if it wasn't. Next steps for me were to write next step comments for the children. Also to ensure that the work has been dated.
Wednesday, June 15, 2016
Term 2 - Week 7
The Term is absolutely flying by!
Last term and this term I have completed many 'I can' Numeracy assessments. This has made me reconsider the stages I have the children working at on my planning. All children should be assessed. I plan to over the next few weeks go through all of their 'I cans' and regraph and regroup the children. This will make the learning more meaningful for them.
Last week I talked about the Reading Contracts that I have created to extend my top two Reading groups. This so far is going really well. The work is being completed. The children are enjoying selecting a book that they want to read. They are focused on this each day. Occasionally an activity is forgotten but I'm sure that this will happen less and less as they get used to the routine. I am trying to make the last activity of the week a bit more fun like a puzzle or a wordfind. The children are enjoying the self-management and they are working together.
Last week some contracts were going missing. This was an issue because they can't complete the work without the contract as it holds all of the activities. I have decided to take the contracts in each and put them in the group box. This way I can monitor it and I can mark it as they go. This will also prevent children from doing the work at home.
Another issue is that the children are forgetting to swap books. I try to get a variety of 4 books and I put them in the group box. The children know to swap these amongst themselves and within the group box. They will need reminding of this.
Over all, I am happy and I think the parents are too :)
Last term and this term I have completed many 'I can' Numeracy assessments. This has made me reconsider the stages I have the children working at on my planning. All children should be assessed. I plan to over the next few weeks go through all of their 'I cans' and regraph and regroup the children. This will make the learning more meaningful for them.
Last week I talked about the Reading Contracts that I have created to extend my top two Reading groups. This so far is going really well. The work is being completed. The children are enjoying selecting a book that they want to read. They are focused on this each day. Occasionally an activity is forgotten but I'm sure that this will happen less and less as they get used to the routine. I am trying to make the last activity of the week a bit more fun like a puzzle or a wordfind. The children are enjoying the self-management and they are working together.
Last week some contracts were going missing. This was an issue because they can't complete the work without the contract as it holds all of the activities. I have decided to take the contracts in each and put them in the group box. This way I can monitor it and I can mark it as they go. This will also prevent children from doing the work at home.
Another issue is that the children are forgetting to swap books. I try to get a variety of 4 books and I put them in the group box. The children know to swap these amongst themselves and within the group box. They will need reminding of this.
Over all, I am happy and I think the parents are too :)
Tuesday, June 7, 2016
Term 2 Week 6
This week, some new challenges have risen.
I have a boy in my class who is timid and quite shy. I was warned at the end of last year that he may be reluctant to read to me. I have kept this in mind but have not had too much trouble getting him to read to me.
When a child turns 6, they must have a sic year net assessment. When the lady came in to test him he began to cry and I could see that he was anxious and scared. After trying very hard to prompt him to go I realised that he wouldn't go. Asked if the lady would try to test him in the classroom. This did not work as he became upset again. I spoke to mum and we thought that he may do the test if I was present. So I walked him over to the room to where the testing takes place. There was no verbal response and he did not want to read the book for the lady to take a running record. After 10 minutes of prompting there was still no verbal response.
The lady has talked me through most of the tests and I have started to implement some of them. He is responding to me and this is working well. I have sent the tests to the lady for her to analyse and she will get back to me for the rest of the testing. These tests consisted of a running record, a letter identification test, word reading score test, the burt word reading test and a writing vocabulary observation test.
After sitting down and thinking about my Reading programme, I have realised that most of the children in my two top groups (Level 21-23) are getting bored of some of the books. I want them to be motivated to read. So I have created some reading contracts which involves the children reading a variety of books based in one topic. They have a selection of activities to complete, one a day. I am still debating if this is too much work for the children. I will reflect at the end of the week and make changes to next weeks planning if necessary. Overall I think the children are more exited as they get to choose which books they want to read each night.
I have a boy in my class who is timid and quite shy. I was warned at the end of last year that he may be reluctant to read to me. I have kept this in mind but have not had too much trouble getting him to read to me.
When a child turns 6, they must have a sic year net assessment. When the lady came in to test him he began to cry and I could see that he was anxious and scared. After trying very hard to prompt him to go I realised that he wouldn't go. Asked if the lady would try to test him in the classroom. This did not work as he became upset again. I spoke to mum and we thought that he may do the test if I was present. So I walked him over to the room to where the testing takes place. There was no verbal response and he did not want to read the book for the lady to take a running record. After 10 minutes of prompting there was still no verbal response.
The lady has talked me through most of the tests and I have started to implement some of them. He is responding to me and this is working well. I have sent the tests to the lady for her to analyse and she will get back to me for the rest of the testing. These tests consisted of a running record, a letter identification test, word reading score test, the burt word reading test and a writing vocabulary observation test.
After sitting down and thinking about my Reading programme, I have realised that most of the children in my two top groups (Level 21-23) are getting bored of some of the books. I want them to be motivated to read. So I have created some reading contracts which involves the children reading a variety of books based in one topic. They have a selection of activities to complete, one a day. I am still debating if this is too much work for the children. I will reflect at the end of the week and make changes to next weeks planning if necessary. Overall I think the children are more exited as they get to choose which books they want to read each night.
Wednesday, May 11, 2016
Term 2 Week 2
I am settling more into the new routines set up. I had changed a lot over the holidays and it has taken we a wee while to get used to my own changed. The children are dealing with this really well and are settling into this routine.
The rotation is fantastic! I don't have to remind the children of their noise level very much. They know exactly where they need to be and they are focused.
Helen and I have thinking about my term goals and trying to make sure that these align with the New Zealand Teachers Criteria. We are going to look over these in more depth and create goals that interlink with these.
Thinking about my students learning......I think I am catering quite well for those children who are my priority learners. I make sure that I am seeing them everyday and including them in extra workshops.
However I have many children who are above the standard and I am worried that they are getting bored or aren't being challenged enough, particularly with their reading. I may need to talk to some experts about how to extend those children who need to be challenged.
Overall I feel like I am on cloud nine :). I could not be happier with how things are going. I enjoy being reflective and changing those things that do not work.
The rotation is fantastic! I don't have to remind the children of their noise level very much. They know exactly where they need to be and they are focused.
Helen and I have thinking about my term goals and trying to make sure that these align with the New Zealand Teachers Criteria. We are going to look over these in more depth and create goals that interlink with these.
Thinking about my students learning......I think I am catering quite well for those children who are my priority learners. I make sure that I am seeing them everyday and including them in extra workshops.
However I have many children who are above the standard and I am worried that they are getting bored or aren't being challenged enough, particularly with their reading. I may need to talk to some experts about how to extend those children who need to be challenged.
Overall I feel like I am on cloud nine :). I could not be happier with how things are going. I enjoy being reflective and changing those things that do not work.
Tuesday, May 3, 2016
Term 2 - Week 1
Wow! Lots to reflect on this week!
In the holidays Helen and I got together and went over our reading planning. We talked about how we had so many reading groups and that we were struggling to get through them all. So we decided to do an interchange. We completed running records for our whole classes. Then we collated these all together and identified each child's next step in learning. We also identified our priority learners (those children that are below the standard). We managed to bring the groups down to 10 groups-5 each. I adapted my programme so that it is similar to Helen's and created a visual for the children to refer to.
There are 3 rotations. The first rotation is always browse box reading which is time manageable with Phonics just before Reading. During this time I take my priority learning group every day. This is helpful for them as the classroom is silent for their reading.
I have decided to focus on this routine with the children and making sure that they know this Reading routine thoroughly. This will make Reading time much more time efficient, allowing more time for focused Reading sessions.
I am much more excited to teach Reading. This is more manageable and it is more clear to me when to give out focused Reading activities.
As there are less children on each activity, their volume is much quieter, meaning my group can hear me and focus much better.
I have also reflected on behaviour management. I have created a visual chart for the entire class. Most of their behaviour is fine but there is still a lot of calling out on the mat and some children are not stopping and listening straight away. This chart will target those children without them realising that it is to help their behaviour. So far this chart is working very well. It requires self management-I tell the children when they can move their own name.
So far I am excited about the Term. My goals are to focus on my Reading programme and to have this running to my standard by the end of the term.
I am also focusing on the behaviour management and having the children stop straight away and limit the calling out during mat time.
In the holidays Helen and I got together and went over our reading planning. We talked about how we had so many reading groups and that we were struggling to get through them all. So we decided to do an interchange. We completed running records for our whole classes. Then we collated these all together and identified each child's next step in learning. We also identified our priority learners (those children that are below the standard). We managed to bring the groups down to 10 groups-5 each. I adapted my programme so that it is similar to Helen's and created a visual for the children to refer to.
There are 3 rotations. The first rotation is always browse box reading which is time manageable with Phonics just before Reading. During this time I take my priority learning group every day. This is helpful for them as the classroom is silent for their reading.
I have decided to focus on this routine with the children and making sure that they know this Reading routine thoroughly. This will make Reading time much more time efficient, allowing more time for focused Reading sessions.
I am much more excited to teach Reading. This is more manageable and it is more clear to me when to give out focused Reading activities.
As there are less children on each activity, their volume is much quieter, meaning my group can hear me and focus much better.
I have also reflected on behaviour management. I have created a visual chart for the entire class. Most of their behaviour is fine but there is still a lot of calling out on the mat and some children are not stopping and listening straight away. This chart will target those children without them realising that it is to help their behaviour. So far this chart is working very well. It requires self management-I tell the children when they can move their own name.
So far I am excited about the Term. My goals are to focus on my Reading programme and to have this running to my standard by the end of the term.
I am also focusing on the behaviour management and having the children stop straight away and limit the calling out during mat time.
Tuesday, April 12, 2016
Reflection-Week 11-Final Week of Term 1!
My first term is nearly completed!!!!
I have had an observation of my reading programme by my tutor teacher Helen. This was very beneficial to me as I now understand what needs to be improved. The must do's and can do's are not working very well. A lot of children are walking around and are not focused on one activity. Also I have many children coming up to me and interrupting my reading sessions. Lastly the children are still unfamiliar with the routine of getting themselves organised for the reading session.
Reflecting on this, first week of next term all groups will have the WALT: know the routines for each reading session. This means that they come straight to the jellybean table, they get out their reading log book and put it in front of me, they pull out their book from yesterday, put their reading folders under their chair and then begin to read their book silently. I am also going to introduce C3B4ME. This will prevent the children from interrupting so much. I wondered if my instructions were not clear enough but Helen believes that my instructions are very clear and precise.
We are also planning on working collaboratively in Reading. We are going to collate all of our running records and create groups of both our classes. This will mean less groups so that we can spend more time with the reading groups and see the children more often. We are going to work together to create reading activities which will focus on comprehension. I will adapt my reading programme so that it is more structured and will be similar to how Helen has hers set up. Hopefully this plan of action will help!
I have spent this past week focusing on assessment. I would like to spend my holidays going over these assessments to check that I have the children at the correct level and that I am catering for their needs. I have done a running record on every child except one (who is currently in China) and he will be assessed next term. I have done a writing sample for all children. I have tested all of their abilities for phonics. I have also tested their spelling as I plan to begin to implement some wordlab teaching next term. Lastly I have done a pretest and post-test for the Stand Maths-Algebra.
The trip last week was fantastic! It was really well organised. I had arranged to have 6 parent helpers and had planned to keep some of my behavioural children seperated. They each had an information pack with a timetable, the names of their group, a map and copies of the two scavenger hunts. Each child had a name badge. The children are in the process of creating thank you letters for the parents who helped. These will be completed tomorrow to hand out to the parents.
Helen and I have spent sometime this week thinking about the holidays and giving the children a work book to work from. We have created this together and we have decided that it is not compulsory as the children need to have a break. I am also going to send home some books for the children to read over the holidays if they choose to.
I have had a meeting with Sonia, who is involved with the ESOL children. She has given me some help with including more oral language in my teaching of Writing. She has shown me some naughts and crosses ideas where children play this using key words and orally putting them into a sentence. This will be very helpful with the writing plan for next term, procedural writing. This way I will be able to talk about those context that are unfamiliar to the children. She is also going to help me find some sentence starters and writing prompts for the children.
Overall I am very impressed with my own personal efforts this term. I have been very organised and trying to complete jobs as soon as they come up. Therefore I have not been very stressed and have been super happy with my own work!
I am aware of some of my weaknesses and I can't wait to begin to address these next term!
I have had an observation of my reading programme by my tutor teacher Helen. This was very beneficial to me as I now understand what needs to be improved. The must do's and can do's are not working very well. A lot of children are walking around and are not focused on one activity. Also I have many children coming up to me and interrupting my reading sessions. Lastly the children are still unfamiliar with the routine of getting themselves organised for the reading session.
Reflecting on this, first week of next term all groups will have the WALT: know the routines for each reading session. This means that they come straight to the jellybean table, they get out their reading log book and put it in front of me, they pull out their book from yesterday, put their reading folders under their chair and then begin to read their book silently. I am also going to introduce C3B4ME. This will prevent the children from interrupting so much. I wondered if my instructions were not clear enough but Helen believes that my instructions are very clear and precise.
We are also planning on working collaboratively in Reading. We are going to collate all of our running records and create groups of both our classes. This will mean less groups so that we can spend more time with the reading groups and see the children more often. We are going to work together to create reading activities which will focus on comprehension. I will adapt my reading programme so that it is more structured and will be similar to how Helen has hers set up. Hopefully this plan of action will help!
I have spent this past week focusing on assessment. I would like to spend my holidays going over these assessments to check that I have the children at the correct level and that I am catering for their needs. I have done a running record on every child except one (who is currently in China) and he will be assessed next term. I have done a writing sample for all children. I have tested all of their abilities for phonics. I have also tested their spelling as I plan to begin to implement some wordlab teaching next term. Lastly I have done a pretest and post-test for the Stand Maths-Algebra.
The trip last week was fantastic! It was really well organised. I had arranged to have 6 parent helpers and had planned to keep some of my behavioural children seperated. They each had an information pack with a timetable, the names of their group, a map and copies of the two scavenger hunts. Each child had a name badge. The children are in the process of creating thank you letters for the parents who helped. These will be completed tomorrow to hand out to the parents.
Helen and I have spent sometime this week thinking about the holidays and giving the children a work book to work from. We have created this together and we have decided that it is not compulsory as the children need to have a break. I am also going to send home some books for the children to read over the holidays if they choose to.
I have had a meeting with Sonia, who is involved with the ESOL children. She has given me some help with including more oral language in my teaching of Writing. She has shown me some naughts and crosses ideas where children play this using key words and orally putting them into a sentence. This will be very helpful with the writing plan for next term, procedural writing. This way I will be able to talk about those context that are unfamiliar to the children. She is also going to help me find some sentence starters and writing prompts for the children.
Overall I am very impressed with my own personal efforts this term. I have been very organised and trying to complete jobs as soon as they come up. Therefore I have not been very stressed and have been super happy with my own work!
I am aware of some of my weaknesses and I can't wait to begin to address these next term!
Monday, April 4, 2016
Week 10
Soooo I have nearly completed my first Term!
Thinking back to the start of the term, I have realised how much the behaviour of Room 7 has improved. They are slowly becoming more settled on the mat and I am not have children standing up to come and talk to me anymore. They now know that if they want a response from me they must put up their quiet hands.
This week I have completed my first lot of parent interviews. Although I found this a little daunting for the first time I still believe that I conducted myself well and had positive comments from the parents. They agreed with the strengths I identified and they also agreed with the points of concern and the next steps. I had 5 interviews to get through and each one lasted up to 30 minutes. It was great that these went so positively.
Coming up tomorrow is our class trip to the museum. I have helped to involve parent help and grouped the children in my class. I have had to check that a RAMS form has been filled in and made sure that I have all of the children's contact details and medical information. I am looking forward to interacting with the children in an environment outside of the classroom.
Belfast School has recently had the skate park built onsite. Every Tuesday the junior syndicate are allowed to bring their scooters and helmets and have some time playing over there. Each week a teacher needs to be on duty there to watch them and take them over there. I have been volunteering each week as I enjoy watching the children have so much fun over there. I always encourage some senior children to help me monitor the children over there and to help me supervise.
Something for me to continue to work on is my Reading programme. I have limited the amount of can dos that the children can do and I have also encouraged the children to spread out and use the whole space of the room. I am still having trouble with keeping the noise level down and I am and struggling to prevent children coming up to me and interrupting the group session. I am currently thinking about my instructions and making sure that these are clear and precise. I am also thinking about talking to the children about the importance of not interrupting my reading group and C 3 B4 ME.
Thinking back to the start of the term, I have realised how much the behaviour of Room 7 has improved. They are slowly becoming more settled on the mat and I am not have children standing up to come and talk to me anymore. They now know that if they want a response from me they must put up their quiet hands.
This week I have completed my first lot of parent interviews. Although I found this a little daunting for the first time I still believe that I conducted myself well and had positive comments from the parents. They agreed with the strengths I identified and they also agreed with the points of concern and the next steps. I had 5 interviews to get through and each one lasted up to 30 minutes. It was great that these went so positively.
Coming up tomorrow is our class trip to the museum. I have helped to involve parent help and grouped the children in my class. I have had to check that a RAMS form has been filled in and made sure that I have all of the children's contact details and medical information. I am looking forward to interacting with the children in an environment outside of the classroom.
Belfast School has recently had the skate park built onsite. Every Tuesday the junior syndicate are allowed to bring their scooters and helmets and have some time playing over there. Each week a teacher needs to be on duty there to watch them and take them over there. I have been volunteering each week as I enjoy watching the children have so much fun over there. I always encourage some senior children to help me monitor the children over there and to help me supervise.
Something for me to continue to work on is my Reading programme. I have limited the amount of can dos that the children can do and I have also encouraged the children to spread out and use the whole space of the room. I am still having trouble with keeping the noise level down and I am and struggling to prevent children coming up to me and interrupting the group session. I am currently thinking about my instructions and making sure that these are clear and precise. I am also thinking about talking to the children about the importance of not interrupting my reading group and C 3 B4 ME.
Wednesday, March 30, 2016
Week 9
Thinking to myself about how the class is running, it is great to see the children really getting into the routine.
I am so happy with my Maths planning. It is clear for the children, they are quiet and focused. They have a group task board to follow which includes basic facts activities, follow up activities, ICT, and numeracy games. I am getting a lot of quality work out of them at this point. It is very rare when my group sessions are disturbed, which is great. The only thing I am trying to work on at this point is to allow for more time during each group session.
I am still unhappy with my Reading Planning. This is something I am going to change up completely over the school holidays. I do not want to do it now as the children will just get into it and then it will be the school holidays.
I observed another teacher's reading programme today. I noticed that she had a limited amount of Can Dos for the children to choose from. I also noticed that a must do for them was to silently read their story to themselves straight away. As I see 3 groups each day and the children get two books a week I think it would be a good idea to have the children silently read their book on a Monday and a Wednesday (these are the days that they get new books) and then buddy read on Tuesday and Thursday (they will be more familiar with their books on these days).
I am planning on doing a little bit of research and looking into what other reading activities I could use. I know that some children are getting bored and I would like to have activities that excite the children.
I am so happy with my Maths planning. It is clear for the children, they are quiet and focused. They have a group task board to follow which includes basic facts activities, follow up activities, ICT, and numeracy games. I am getting a lot of quality work out of them at this point. It is very rare when my group sessions are disturbed, which is great. The only thing I am trying to work on at this point is to allow for more time during each group session.
I am still unhappy with my Reading Planning. This is something I am going to change up completely over the school holidays. I do not want to do it now as the children will just get into it and then it will be the school holidays.
I observed another teacher's reading programme today. I noticed that she had a limited amount of Can Dos for the children to choose from. I also noticed that a must do for them was to silently read their story to themselves straight away. As I see 3 groups each day and the children get two books a week I think it would be a good idea to have the children silently read their book on a Monday and a Wednesday (these are the days that they get new books) and then buddy read on Tuesday and Thursday (they will be more familiar with their books on these days).
I am planning on doing a little bit of research and looking into what other reading activities I could use. I know that some children are getting bored and I would like to have activities that excite the children.
Tuesday, March 22, 2016
Reflection-Week 8
Thinking over the last week I have seen some other issues arise.
With my reading programme, when the children can move onto their 'can do's' many are gravitating to the same activity. This increases the noise volume of the room instantly. I have now started to put out can do's on the tables. There is now also a 6 person limit on an activity. This encourages the children to use the room space and to also find different activities for each day.
I am wondering if these children need more structure for their reading programme. A 'free for all' with the can do's is quite daunting for a couple of children. This session might be more manageable if I set tasks or a rotation for the children during this time.
In regards to Dezaiah's behaviour, I am noticing that he is sitting quietly for longer periods of time. Sometimes I have to give him warnings and then send him out of the room for some thinking time. When this occurs I have to have a private discussion with him about him making a choice- to either make good choices and follow instructions, or to lose some of his play time. He chooses to make good choices. This will work for a short period of time in the classroom, then he will start to call out again but not as loud. A RTLB referral has been put in place for him.
The children are aware that ignoring his behaviour is crucial as he is seeking their attention. I have one boy who is not ignoring him but is beginning to copy his behaviour. I can see this problem will snowball if I don't address it immediately. I am trying to praise this child and to encourage him to use his ignoring muscles.
My maths planning is coming along better than I had hoped. The children know what is expected of them, routines are becoming more concrete and quality work is being produced at this time. The only issue that has arsed at this point is that children are interrupting my group sessions by having issues with other children. I am beginning to encourage them to see three before me.
With my reading programme, when the children can move onto their 'can do's' many are gravitating to the same activity. This increases the noise volume of the room instantly. I have now started to put out can do's on the tables. There is now also a 6 person limit on an activity. This encourages the children to use the room space and to also find different activities for each day.
I am wondering if these children need more structure for their reading programme. A 'free for all' with the can do's is quite daunting for a couple of children. This session might be more manageable if I set tasks or a rotation for the children during this time.
In regards to Dezaiah's behaviour, I am noticing that he is sitting quietly for longer periods of time. Sometimes I have to give him warnings and then send him out of the room for some thinking time. When this occurs I have to have a private discussion with him about him making a choice- to either make good choices and follow instructions, or to lose some of his play time. He chooses to make good choices. This will work for a short period of time in the classroom, then he will start to call out again but not as loud. A RTLB referral has been put in place for him.
The children are aware that ignoring his behaviour is crucial as he is seeking their attention. I have one boy who is not ignoring him but is beginning to copy his behaviour. I can see this problem will snowball if I don't address it immediately. I am trying to praise this child and to encourage him to use his ignoring muscles.
My maths planning is coming along better than I had hoped. The children know what is expected of them, routines are becoming more concrete and quality work is being produced at this time. The only issue that has arsed at this point is that children are interrupting my group sessions by having issues with other children. I am beginning to encourage them to see three before me.
Thursday, March 17, 2016
Classroom Displays
Here is an image of my Reading display:
I have a WALT (focus) for both children and parents to refer to. I also have the Username and password clearly displayed for the children to refer to. I also have instructions to help remind the children how to shut down the computers. The children use different Maths and Reading websites such as Reading Eggs and Sumdog. The user names and passwords for this are inside a folder inside one of the desks.
I have all of the groups displayed with their WALT (fortnightly focus) clearly written for parent to see and for children to refer to. I use a modelling book for each group. I also have this on display for children to refer back to. This is helpful for parents to see and be aware of what their child is learning during their group time. I also have displayed some handy hits to help readers that I can pull down and use as a visual reminder. I have the Must Dos and Can Dos displayed here as well for the children to refer back to as a reminder during Reading time.
Here is an image of my Writing display:
Here I have displayed some of the modelling I have done with the children for them to refer back to. I also have the writing process for Belfast School clearly displayed. This I will pull off the wall so the children can focus on different parts of the writing process. I also have the writing goals for each writing Level (1b, 1p and 1a). Up on this display is the criteria for writing marking and the symbols used for writing feedback.
I have also displayed each child's writing on the wall. This is to help enhance their confidence and to allow them to feel proud of their work. The parents can read it and other children can read their writing as well. I try to put a new piece of work up each fortnight.
Here is an image of my Maths display:
Similar to the Reading display I have all of the groups displayed with their WALT (fortnightly focus) clearly written for parent to see and for children to refer to. I use a modelling book for each group. I also have this on display for children to refer back to. I have the Maths Task Board which the children refer to as a reminder during Maths time. I also have a number of the day chart which can be a good hot spot in the morning.
Here is an image of my ICT display.
Tuesday, February 16, 2016
Mid-Week 3 Reflection
Woooow! Week 3 already! It is amazing how fast the time goes!
Room 7 are beginning to follow routines better and better. We had to practice stopping, looking and listening for a bit as I noticed that I was starting to talk over top of children. We rehearsed this for a while and the children are much better at stopping and listening.
I have begun implementing my reading programme this week which involves must dos and can dos. I have 6 groups. I want to have time to really look into and break down a book so I see three groups a day and the other groups read all together. The children know to move onto their 'can dos' when they have finished their 'must dos.' I am monitoring their noise level at this point in time and their choice of activity.
I am now in the process of creating writing, maths and phonic groups for next week. I am using the data from last year to create my groups. I am looking forward to getting these underway so that the children are involved in a more structured routine.
I am thinking about my handwriting programme. At the moment I am teaching handwriting in a whole class context. However after a couple of weeks I may change this to a rotation. This will help me monitor children's handwriting more closely to check that they are forming their letters correctly. At this point I am thinking of having approximately 3 or 4 groups. One group will be with me with their handwriting book, one group could be forming letters with playdough, another group could be using the whiteboards. I will keep thinking about this and might make a plan.
I am working hard to keep in contact with parents. I am emailing them with reminders when something is coming up. I am aware of those children whose emails are not working so those parents get a written note home. I have sent out an introductory letter about myself. I also am making myself available from 8.30-9 and after 3 to talk to parents. Meet the teacher even is on Thursday 18/02. This will be a great opportunity for me to meet any parents that I haven't met yet.
Reflecting on Dezaiah's behaviour-He is looking for attention by calling out and being disruptive. I have spoken to his previous teachers and they have recommended that I be fair and firm with him. They also recommend that I set up a behaviour management programme for him. They say I need to get to know him, find out what he likes and build a relationship with his mother. I have created a racetrack and a contract for Dezaiah. He must obey his contract and his car moves forward. If he doesn't then his car moves backwards. When he reaches the finishing line he gets 10 minutes of free time on the computer.
Room 7 are beginning to follow routines better and better. We had to practice stopping, looking and listening for a bit as I noticed that I was starting to talk over top of children. We rehearsed this for a while and the children are much better at stopping and listening.
I have begun implementing my reading programme this week which involves must dos and can dos. I have 6 groups. I want to have time to really look into and break down a book so I see three groups a day and the other groups read all together. The children know to move onto their 'can dos' when they have finished their 'must dos.' I am monitoring their noise level at this point in time and their choice of activity.
I am now in the process of creating writing, maths and phonic groups for next week. I am using the data from last year to create my groups. I am looking forward to getting these underway so that the children are involved in a more structured routine.
I am thinking about my handwriting programme. At the moment I am teaching handwriting in a whole class context. However after a couple of weeks I may change this to a rotation. This will help me monitor children's handwriting more closely to check that they are forming their letters correctly. At this point I am thinking of having approximately 3 or 4 groups. One group will be with me with their handwriting book, one group could be forming letters with playdough, another group could be using the whiteboards. I will keep thinking about this and might make a plan.
I am working hard to keep in contact with parents. I am emailing them with reminders when something is coming up. I am aware of those children whose emails are not working so those parents get a written note home. I have sent out an introductory letter about myself. I also am making myself available from 8.30-9 and after 3 to talk to parents. Meet the teacher even is on Thursday 18/02. This will be a great opportunity for me to meet any parents that I haven't met yet.
Reflecting on Dezaiah's behaviour-He is looking for attention by calling out and being disruptive. I have spoken to his previous teachers and they have recommended that I be fair and firm with him. They also recommend that I set up a behaviour management programme for him. They say I need to get to know him, find out what he likes and build a relationship with his mother. I have created a racetrack and a contract for Dezaiah. He must obey his contract and his car moves forward. If he doesn't then his car moves backwards. When he reaches the finishing line he gets 10 minutes of free time on the computer.
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